World War II Potsdam Conference and Agreement

Having concluded the Yalta Conference in February 1945, the Big Three Allied leaders, Franklin Roosevelt (United States), Winston Churchill (Great Britain), and Joseph Stalin (USSR) agreed to meet again following victory in Europe to determine postwar borders, negotiate treaties, and resolve issues pertaining to the handling of Germany. This planned meeting was to be their third gathering, the first having been the November 1943 Tehran Conference. With the German surrender on May 8, the leaders scheduled a conference in the German town of Potsdam for July. Changes Before and During the Potsdam Conference On April 12, Roosevelt died and Vice President Harry S. Truman ascended to the presidency. Though a relative neophyte in foreign affairs, Truman was significantly more suspicious of Stalins motives and desires in Eastern Europe than his predecessor. Departing for Potsdam with Secretary of State James Byrnes, Truman hoped to reverse some the concessions that Roosevelt had given Stalin in the name of maintaining Allied unity during the war. Meeting at the Schloss Cecilienhof, the talks began on July 17. Presiding over the conference, Truman was initially aided by Churchills experience in dealing with Stalin. This came to an abrupt halt on July 26 when Churchills Conservative Party was stunningly defeated in the 1945 general elections. Held on July 5, the announcement of the results was delayed in order to accurately count votes coming from British forces serving abroad. With Churchills defeat, Britains wartime leader was replaced by incoming Prime Minister Clement Attlee and new Foreign Secretary Ernest Bevin. Lacking Churchills vast experience and independent spirit, Attlee frequently deferred to Truman during the latter stages of the talks. As the conference began, Truman learned of the Trinity Test in New Mexico which signaled the successful completion of the Manhattan Project and the creation of the first atom bomb. Sharing this information with Stalin on July 24, he hoped that the new weapons existence would strengthen his hand in dealing with the Soviet leader. This new failed to impress Stalin as he had learned of the Manhattan Project through his spy network and was aware of its progress. Working to Create the Postwar World As talks commenced, the leaders confirmed that both Germany and Austria would be divided into four zones of occupation. Pressing on, Truman sought to mitigate the Soviet Unions demand for heavy reparations from Germany. Believing that the severe reparations levied by the post-World War I Treaty of Versailles had crippled the German economy leading the rise of the Nazis, Truman worked to limit war reparations. After extensive negotiations, it was agreed that Soviet reparations would be confined to their zone of occupation as well as 10% of the other zones surplus industrial capacity. The leaders also agreed that Germany should be demilitarized, identified and that all war criminals should be prosecuted. To achieve the first of these, industries associated with creating war materials were eliminated or reduced with the new German economy to be based on agriculture and domestic manufacturing. Among the controversial decisions to be reached at Potsdam were those pertaining to Poland. As part of the Potsdam talks, the U.S. and Britain agreed to recognize the Soviet-backed Provisional Government of National Unity rather than the Polish government-in-exile which had been based in London since 1939. In addition, Truman reluctantly agreed to accede to Soviet demands that Polands new western border lay along the Oder-Neisse Line. The use of these rivers to denote the new border saw Germany lose nearly a quarter of its prewar territory with most going to Poland and a large part of East Prussia to the Soviets. Though Bevin argued against the Oder-Neisse Line, Truman effectively traded this territory to gain concessions on the reparations issue. The transfer of this territory led to the displacement of large numbers of ethnic Germans and remained controversial for decades. In addition to these issues, the Potsdam Conference saw the Allies agree to the formation of a Council of Foreign Ministers that would prepare peace treaties with Germanys former allies. The Allied leaders also agreed to revise the 1936 Montreux Convention, which gave Turkey sole control over the Turkish Straits, that the U.S. and Britain would determine the government of Austria, and that Austria would not pay reparations. The results of the Potsdam Conference were formally presented in the Potsdam Agreement which was issued at the meetings end on August 2. The Potsdam Declaration On July 26, while at the Potsdam Conference, Churchill, Truman, and Nationalist Chinese leader Chiang Kai-Shek issued the Potsdam Declaration which outlined the terms of surrender for Japan. Reiterating the call for unconditional surrender, the Declaration stipulated that Japanese sovereignty was to be limited to the home islands, war criminals would be prosecuted, authoritarian government was to end, the military would be disarmed, and that an occupation would ensue. Despite these terms, it also emphasized that the Allies did not seek to destroy the Japanese as a people. Japan refused these terms despite an Allied threat that prompt and utter destruction would ensue. Reacting, to the Japanese, Truman ordered the atomic bomb to be used. The use of the new weapon on Hiroshima (August 6) and Nagasaki (August 9) ultimately led to the surrender of Japan on September 2. Departing Potsdam, the Allied leaders would not meet again. The frosting over of US-Soviet relations that began during the conference ultimately escalated in the Cold War. Selected Sources The Avalon Project, The Berlin (Potsdam) Conference, July 17-August 2, 1945

The Cause of Parkinsons Disease Essay - 1127 Words

Parkinson’s Disease Parkinson’s disease is a â€Å"neurodegenerative disorder of the basal nuclei due to insufficient secretion of the neurotransmitter dopamine† (Marieb Hoehn, 2013, p. G-17). The cause of Parkinson’s disease is unknown, but many factors play a role in the development of Parkinson’s disease. One factor that has been found in an individual who has Parkinson’s disease causes over activity of targeted dopamine-deprived basal nuclei. This over activity is caused by the breakdown of neurons that release dopamine in the substantia nigra (Marieb Hoehn, 2013). Another factor that is present in a person who has Parkinson’s disease, is the presence of lewy bodies in the brain stem (What is lbd?, 2014). Lewy bodies are unusual†¦show more content†¦Also, a person may have begun walking leaning forward or began moving very slow. Along with the physical symptoms one can feel or family can see, there are problems inside of the body. The body is no l onger creating dopamine the way it should be. Dopamine can either be an excitatory or inhibiting hormone, depending on its destination receptor. If dopamine is not created or secreted these receptors will not be used and will result in difficulties because it will not be able to carry out its job (Marieb Hoehn, 2013). Parkinson’s disease is a very well-known disease. It plagues about five million people worldwide, about a million of those cases are in the United States. A person does not lower their chances of getting Parkinson’s by living in a certain part of the world. It is not more, likely to happen in one location than, another. It has to do with age and genetics (â€Å"Demographics of parkinson’s,† 2014). It is a disease of the older generation, around about one percent of people over the age of 60 years old have Parkinson’s disease (Hauser, 2014). As one ages the likelihood of a person developing goes up. 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Afflicting over four million Americans and the second most common neurological disorder after Alzheimer’s disease, Parkinson’s continues to take its toll on the neurological health of many(Constantinescu et al, 2007 ). James Parkinson, a British physician

With the High Turnover Which Characteristic Employment Free Essays

The highly turnover rate of employees in tourism, hospitality and event organisation, which is a serious issue concerned by every company, is defined as company’s employees leave their job at a relatively high rate in certain industry. High turnover can result from various numbers of issues of employee which may ignore or neglect by certain company in a certain extract (e. g. We will write a custom essay sample on With the High Turnover Which Characteristic Employment or any similar topic only for you Order Now dissatisfaction of work, overload work, emergence of competitors, poor management etc). But what is the main reason that caused high turnover in certain industry is that organisations fail to realize the importance of engaging and motivating employees. They tend to assumed that this action is such a waste of time and it is more important to focus on employee’s performance. There are few factors that caused high turnover which can be listed out. Firstly, over burden of work may causes dissatisfaction among employees. They tend to think that they are doing a double or even triple job, but they only get a single salary which is underpaid. Moreover, it is common for a professional to know the benefits of equivalent positions. Thus, to fulfil the needs and wants of an individual, one will look for a job with a better salary and consumption and as a result leave the current organisation. Besides that, for an extended of time, some may feel tired of working in a boring and uninspiring job positions which would lead them to change job which is more attractive and challenging compare to the previous organisation. How to cite With the High Turnover Which Characteristic Employment, Essay examples

Siop Lesson Plan for Literary Arts Essay Example For Students

Siop Lesson Plan for Literary Arts Essay The standard being followed for the lesson is reading, analyzing and interpreting literature. The content objective is frown the Pennsylvania State Academic Standards which states, students will be able to compare the use of literary elements within, among texts including character(s), eating, plot, theme and point officer. The language objectives chosen to align with the content objective were taken from the Pennsylvania Standard Aligned Systems which states, 1) students will effectively use language in a group setting of their peers to verbally communicate intimation, 2) students will be able to identify character(s), setting, plot, theme and point of students will be able to retell the story using key vocabulary as a guide and 4) students will listen for context clues to appropriately identify definitions of new vocabulary. The novel chosen for the lesson is entitled Shades of Gray written by Carolyn Redder. The novel is set in the Civil War era about a twelve year old boy, The teacher should complete background knowledge before beginning this lesson plan to learn what knowledge the students have of the Civil War era. Pre-reading activities of displaying visuals should be set throughout the classroom to assist students in building background knowledge such as a large, student friendly map of the United States form 1865 pre-war era with the North and South clearly defined as well as the location of where the main character lived. Key vocabulary words of character(s), setting, plot, theme and point of view should be displayed or students. Through group discussion and teacher modeling the key words Will be defined through use of student dictionaries and accessing the computer. Teacher will draw upon background knowledge to obtain examples of the key vocabulary. The Beginning or preproduction stage of the language acquisition is when the student displays little comprehension of written or oral language. The teacher at this stage should provide the student with an abundant amount of listening opportunities. This can be done throughout this lesson plan by usage of taped text, teacher modeled reading aloud during group instruction, paired partnering n which the student is paired with a student who is a native English learner or in the advanced stage tot language acquisition. Move It is another way to assist limited English Language Learners when reviewing read passages for comprehension as the teacher uses signals for student interaction with in a lesson such as hand signals for yes/no, true/false and understand/l sort of understand or dont understand. Pogo Chevalier, 2008). Beginning or early production stage is when the student has limited English comprehension but can deliver one or two overdo oral responses. The teacher for his Stage can use pictures from the text or Civil War era and hue the students label the pictures then place them in sequential order to assess comprehension Of the text. Teachers may also consider having the students create pictures regarding the character(s) and setting. Teacher should utilize the map while reading the text An activity the teacher may want to utilize With learners in this stage is verbal scaffolding which includes techniques such as think aloud, paraphrasing, repetition, careful enunciation and frequent review of conceptualized vocabulary. (Pogo Chevalier, BIBB) Beginning or early speech emergence stage is when English Language Learners are capable of speaking simple sentences and have a high understanding of oral and written information. They can respond to open ended questions and the teacher should encourage them to write and discuss personal experiences in relation to the story a comparison to living in their time. This is a good stage for the teacher to use personal dictionaries and adapted texts, Students will have a photo copy of the text in an enlarged font so that they may highlight new vocabulary words and write notes in the margin. Students will hen use their personal dictionary to write down new vocabulary words with the definition, synonyms and a simple sentence using the word. .u61b4f759b7da652c4f8f92eef59be363 , .u61b4f759b7da652c4f8f92eef59be363 .postImageUrl , .u61b4f759b7da652c4f8f92eef59be363 .centered-text-area { min-height: 80px; position: relative; } .u61b4f759b7da652c4f8f92eef59be363 , .u61b4f759b7da652c4f8f92eef59be363:hover , .u61b4f759b7da652c4f8f92eef59be363:visited , .u61b4f759b7da652c4f8f92eef59be363:active { border:0!important; } .u61b4f759b7da652c4f8f92eef59be363 .clearfix:after { content: ""; display: table; clear: both; } .u61b4f759b7da652c4f8f92eef59be363 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u61b4f759b7da652c4f8f92eef59be363:active , .u61b4f759b7da652c4f8f92eef59be363:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u61b4f759b7da652c4f8f92eef59be363 .centered-text-area { width: 100%; position: relative ; } .u61b4f759b7da652c4f8f92eef59be363 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u61b4f759b7da652c4f8f92eef59be363 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u61b4f759b7da652c4f8f92eef59be363 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u61b4f759b7da652c4f8f92eef59be363:hover .ctaButton { background-color: #34495E!important; } .u61b4f759b7da652c4f8f92eef59be363 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u61b4f759b7da652c4f8f92eef59be363 .u61b4f759b7da652c4f8f92eef59be363-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u61b4f759b7da652c4f8f92eef59be363:after { content: ""; display: block; clear: both; } READ: Media violence GRADE 11 PROJECT EssayThey can also add pictures to assist with remembering the definition. The Intermediate or early stage of language acquisition is even English Language Learners have some proficiency in communicating simple ideas. Development and extension of sight Word vocabulary should continue in this stage. Before reading each assigned text the teacher should model how to look over the text to find unknown vocabulary words and the process Of defining them using contextual clues. Journaling is of course important at any stage however in this Stage it is when students should practice their grammatical sentence structure. To maintain the theme of the Civil War Era the teacher should bring in a reenact of this time period who can bring visuals of clothing, reading material, food, and pictures. By using tea stained paper the students can write letters home to family members expressing what it would be like being a member of the North of the South or they can journal about what it would be like to be a child of that time period writing to a family member who is serving in the army. Intermediate stage is where teachers should provide explicit instruction in figurative languages, predictions and using text features to read. Pogo Chevalier, 2008) Students personal dictionary can have a section in which students can write record idioms found in the text and work with partner to decipher meanings. An activity to assist students in gaining understanding would be Idiom Match up where they can use illustrations or simple notations as the meanings then they can play a game with a partner using index cards that d isplay the phrase or word on one card and the meaning on another In the Early Advanced Stage, English Language Learners are able to communicate well and have good comprehension of information. The teacher should provide various ways tort students to engage in realistic writing and speaking opportunities. (Pogo Chevalier, 2008) Questioning prompts can be used at any stage of language acquisition, when using it for this stage the student Will be required to respond to questions When looking at sequential events from the text or when requested to do a summation of the previous read text Students at this Stage would be appropriate to pair With earners at the beginning level stage of pre-production. The last Stage is Advanced and students in this Stage have near native speech fluency. The student has a good comprehension of information in English as well as a n expanded vocabulary. At this stage students are able to lead group discussions so a great activity for them to participate in is Suppress which has readers use predicting, sellquestioning, monitoring/clarifying, evaluating and summarizing of text. Pogo Chevalier, 2008) Suppress follows a six step framework which includes 1) survey- students using background knowledge to et the stage of the text to be read, 2) question- students developing questions about the text they surveyed, 3) predicting- builds upon the questions developed by the students, 4) reading- completed with partners or in small group see everyone finishes at the same time, 5) respond- group discussion about the questions developed earlier and 6) summarize- all summarize the key concepts read in the text. Assessment of the lessons can be completed in various ways depending on the stage you students may be in at the time. Assessments should be varied from oral to written dependent on the stage as well The assessment can be reflective f the ongoing lesson and include the activities incorporated such as journal writing or close handouts, tasks completed such as the personal dictionary and projects completed such as a book summary. It is important to know the different Stages and Which may apply to the class during this particular unit. .uf8f2f6a4e3eb78aa5a2f9772db9036a8 , .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .postImageUrl , .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .centered-text-area { min-height: 80px; position: relative; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 , .uf8f2f6a4e3eb78aa5a2f9772db9036a8:hover , .uf8f2f6a4e3eb78aa5a2f9772db9036a8:visited , .uf8f2f6a4e3eb78aa5a2f9772db9036a8:active { border:0!important; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .clearfix:after { content: ""; display: table; clear: both; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8:active , .uf8f2f6a4e3eb78aa5a2f9772db9036a8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .centered-text-area { width: 100%; position: relative ; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8:hover .ctaButton { background-color: #34495E!important; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .uf8f2f6a4e3eb78aa5a2f9772db9036a8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8:after { content: ""; display: block; clear: both; } READ: Free on Shakespeare's Macbeth - The Two Side EssayReferences Pogo, M. Chevalier, J. (2008) 99 Ideas and activities for teaching English Language Learners with the SIP model. Boston: Pearson Education, Inc. Pennsylvania State Board of Education. Lully 1, 2010). Standards Aligned System. In Reading Comprehension. Retrieved October 26, 2012, from http://www. Padres. Org/Standard/Views#1 III 78610 O. Pennsylvania State Board Of Education. (laundry 16, 1999). State Academic Standards. In Reading, Writing, Speaking and Listening. Retrieved October 25 2012, from http://www. Portal. State . Pa us/portal/server. Opt/community/state_a cad me ICC_sat and rd s/ 19721 Resource 2: SIP Lesson Plan Date: December 5, 2012 Grade/Class/Subject: 5th Grade/Literary Arts, Reading Unit/Theme: Shades Of Gray Standards: Reading Analyzing and Interpreting Literature Content Objective(s): Students will be able to compare the use of literary elements within, among texts including: characters, setting, plot, theme and point of view.

About Glenn Murcutt, an Australian Way of Architecture

About Glenn Murcutt, an Australian Way of Architecture Glenn Murcutt (born July 25, 1936) is arguably Australias most famous architect, although he was born in England. He has influenced generations of working architects and has won every major architecture award of the profession, including the 2002 Pritzker. Yet he remains obscure to many of his Australian countrymen, even as he is revered by architects worldwide. Murcutt is said to work alone, yet he opens his farm to professionals and students of architecture every year, giving master classes and promoting his vision:  Architects thinking locally acting globally. Murcutt was born in London, England, but grew up in the Morobe district of Papua New Guinea and in Sydney, Australia, where he learned to value simple, primitive architecture. From his father, Murcutt learned the philosophies of Henry David Thoreau, who believed that we should live simply and in harmony with natures laws. Murcutts father, a self-sufficient man of many talents, also introduced him to the streamlined modernist architecture of Ludwig Mies van der Rohe. Murcutts early work strongly reflects Mies van der Rohes ideals. One of Murcutts favorite quotations is a phrase he often heard his father say. The words, he believes, are from Thoreau: â€Å"Since most of us spend our lives doing ordinary tasks, the most important thing is to carry them out extraordinarily well.† Murcutt is also fond of quoting the Aboriginal proverb  Ã¢â‚¬Å"Touch the earth lightly.† From 1956 to 1961, Murcutt studied architecture at the University of New South Wales. After graduation, Murcutt traveled widely in 1962 and was impressed by the works of Jà ¸rn Utzon. On a later trip in 1973, he remembers the modernist 1932 Maison de Verre in Paris, France, as being influential. He was inspired by the Californian architecture of Richard Neutra and Craig Ellwood, and the crisp, uncomplicated work of Scandinavian architect Alvar Aalto. However, Murcutts designs quickly took on a distinctively Australian flavor. The Pritzker Prize-winning architect Glenn Murcutt is not a builder of skyscrapers. He doesnt design grand, showy structures or use flashy, luxurious materials. Instead, the principled designer pours his creativity into smaller projects that let him work alone and design economical buildings that will conserve energy and blend with the environment. All of his buildings (mostly rural houses) are in Australia. Murcutt chooses materials that can be produced easily and economically: glass, stone, brick, concrete, and corrugated metal. He pays close attention to the movement of the sun, moon, and seasons, and designs his buildings to harmonize with the movement of light and wind. Many of Murcutts buildings are not air-conditioned. Resembling open verandas, Murchutts houses suggest the simplicity of Farnsworth House of Mies van der Rohe, yet have the pragmatism of a sheepherders hut. Murcutt takes on few new projects but is intensely devoted to what he does, often spending many years working with his clients. At times he collaborates with his partner, architect Wendy Lewin. Glenn Murcutt is a master teacher;  Oz.e.tecture is the offical website of the Architecture Foundation Australia and the Glenn Murcutt Master Classes. Murcutt is proud to be the father of the Australian architect Nick Murcutt (1964–2011), whose own firm with partner Rachel Neeson flourishes as Neeson Murcutt Architects.   Murcutts Important Buildings The Marie Short House (1975) is one of Murcutts first homes to combine modern Miesian aesthetics with Australian wool shed practicality. With skylights that track the overhead sun and a galvanized corrugated steel roof, this elongated farmhouse on stilts takes advantage of the environment without harming it. The National Park Visitors Centre at Kempsey (1982) and the Berowra Waters Inn (1983) are two of Murcutts early nonresidential projects, but he worked on these while honing his residential designs. The Ball-Eastaway House (1983) was built as a retreat for the artists Sydney Ball and Lynne Eastaway. Nestled in an arid forest, the main structure of the building is supported on steel columns and steel I-beams.  By raising the house above the earth, Murcutt protected the dry soil and surrounding trees. The curved roof prevents dry leaves from settling on top.  An exterior fire extinguishing system provides emergency protection from forest blazes. Architect Murcutt thoughtfully placed the windows and meditation decks to create a sense of seclusion while still providing scenic views of the Australian landscape.   The Magney House (1984) is often called Glenn Murcutts most famous house as it integrates Murcutts elements of function and design. Also known as Bingie Farm, the architectural masterpiece is now part of the Airbnb program. The Marika-Alderton House (1994) was built for the Aboriginal artist Marmburra Wananumba Banduk Marika and her English husband, Mark Alderton. The house was prefabricated near Sydney and shipped to its location in the unforgiving Northern Territory of Australia. While being built, Murcutt was also working on the Bowali Visitors Centre at Kakadu National Park (1994), also in the Northern Territory, and the Simpson-Lee House (1994) located near Sydney. Glenn Murcutts more recent homes from the 21st century are often bought and sold, somewhat like investments or collectors items. The Walsh House (2005) and the Donaldson House (2016) fall into this category, not that Murcutts care in design is ever diminished. The Australian Islamic Centre (2016) near Melbourne may be the last worldly statement of an 80-year-old architect. Knowing little about mosque architecture, Murcutt studied, sketched, and planned for years before the modern design was approved and built. The traditional minaret is gone, yet the orientation toward Mecca remains. Colorful rooftop lanterns bathe interiors with colored sunlight, yet men and women have different access to those interiors. Like all of Glenn Murcutts work, this Australian mosque is not the first, but it is architecture that- through a thoughtful, iterative process of design- may be the best. I have always believed in the act of discovery rather than creativity, Murcutt said in his 2002 Pritzker acceptance speech. Any work that exists, or which has the potential to exist, is related to discovery. We do not create the work. I believe we, in fact, are discoverers. Murcutts Pritzker Architecture Prize Upon learning of his Pritzker award, Murcutt told reporters, Life is not about maximizing everything, its about giving something back- like light, space, form, serenity, joy. You have to give something back. Why did he become a Pritzker Laureate in 2002? In the words of the Pritzker jury: In an age obsessed with celebrity, the glitz of our starchitects, backed by large staffs and copious public relations support, dominates the headlines. As a total contrast,  our laureate works in a one-person office on the other side of the world...yet has a waiting list of clients, so intent is he to give each project his personal best. He is an innovative architectural technician who is capable of turning his sensitivity to the environment and to locality into forthright, totally honest, non-showy works of art. Bravo! - J. Carter Brown, Pritzker Prize jury chairman Fast Facts: The Glenn Murcutt Library Touch This Earth Lightly: Glenn Murcutt in His Own Words.  In an interview with Philp Drew, Glenn Murcutt talks about his life and describes how he developed the philosophies that shape his architecture. This thin paperback is not a lavish coffee table-book, but provides excellent insight into the thinking behind the designs. Glenn Murcutt: A Singular Architectural Practice.  Murcutts design philosophy presented in his own words is combined with commentary from architecture editors Haig Beck and Jackie Cooper. Through concept sketches, working drawings, photographs, and finished drawings, Murcutts ideas are explored in depth. Glenn Murcutt: Thinking Drawing / Working Drawing by Glenn Murcutt.  The architects solitary process is described by the solitary architect himself. Glenn Murcutt: University of Washington Master Studios and Lectures.  Murcutt has consistently conducted master classes at his farm in Australia, but hes also been forging a relationship with Seattle. This slim book by the University of Washington Press provided edited transcripts of conversations, lectures, and studios. The Architecture of Glenn Murcutt.  In a format large enough to display 13 of Murcutts most successful projects, this is the go-to book of photos, sketches, and descriptions that will introduce any neophyte to what the unwavering Glenn Murcutt is all about. Sources Glenn Murcutt 2002 Pritzker Laureate Acceptance Speech, The Hyatt Foundation, PDF at pritzkerprize.com/sites/default/files/file_fields/field_files_inline/2002_Acceptance_Speech_0.pdfAustralian Architect Becomes the 2002 Laureate of the Pritzker Architecture Prize, The Hyatt Foundation, https://www.pritzkerprize.com/laureates/2002

Definition and Examples of Tense Shifts in English

Definition and Examples of Tense Shifts in English In English grammar, tense shift refers to the change from one verb tense to another (usually from past to present, or vice versa) within a sentence or paragraph. A writer may temporarily shift from past tense to present tense in order to enhance the vividness of a narrative account.   In prescriptive grammar, writers are cautioned to avoid unnecessary  shifts in tense. Unmotivated shifts between present and past may obscure meaning and confuse readers. Examples and Observations The bridge was still open then, and I was up there one day mowing the grass alongside the road, just minding my own business, when I see something moving out of the corner of my eye. - C.J. Fisher, The Legend of Diadamia. AuthorHouse, 2005Staring rigidly up at it, Justin is listening to her joyous protestations at his right side. Dizzy from travel, laden with last-minute hand luggage, the two of them have minutes earlier arrived here from London for the first time. - John le Carrà ©, The Constant Gardener. Hodder Stoughton, 2001 Gliding From One Tense to Another It is possible to glide from one tense to another in the course of one sentence, but the key to doing it is always to be in control, to know what you are doing, what effect you are hoping to achieve.   In The Literary Review (February 2006), Francis King comments with admiration on how D.J. Taylor in his novel Kept frequently shifts gears from past tense to present to tauten a scene. And in an essay Glitches (Granta 27), John Gregory Dunne writes: Off the road there was what appeared to be a reviewing stand, and I sat there for a few moments, taking in the museum and the cold blue Sunday sky, taking stock, what to do, what to do next, Id really hate to cancel dinner tonight . . . Im breathing normally now, its OK A-OK, I wont even tell my wife, nor Tim, especially not Tim, I feel fit as a fiddle now. He wasnt though, but thats another story, told by his wife, Joan Didion, in The Year of Magical Thinking. Just notice the tense shift. - Carmel Bird, Writing The Story Of Your Life. HarperCollins, 2007 The Effect of Tense Shift in A Tale of Two Cities A Tale of Two Cities [by Charles Dickens] has a tense shift at a great moment of the story. After the trial and after Sydney Carton has taken the place of Charles Darnay in jail, the drugged Darnay and his family are fleeing in the stagecoach from Paris. Suddenly we find that the story is in the present tense. This adds vividness and excitement and here marks a peak which encodes part of the notional structure denouement of the story. - Robert E. Longacre, The Grammar of Discourse, 2nd ed. Plenum Press, 1996 Legitimate Tense Shifts Sometimes writers shift from past to present tense when telling a story to add vividness to the events.  This legitimate  tense shift is  a literary device called the historical present. It is familiar to readers of epic poetry, but people also use it when relating everyday anecdotes: I was walking down Delancey Street the other day when a guy comes up to me and asks me for the time. - (The American Heritage Guide to Contemporary Usage and Style. Houghton Mifflin, 2005) Usage Tips: Avoiding Needless Tense Shifts What is an example of an unmotivated shift in tense in writing? One example is starting a story in past tense and suddenly shifting into present tense:Last week I was walking along a street when this man walks up to me and says . . .We do this in speech all the time, but in formal writing its considered to be an error. - Edward L. Smith and Stephen A. Bernhardt, Writing At Work: Professional Writing Skills for People on the Job. NTC Publishing, 1997)Tense places the action of the verb in time: Today I go. Yesterday I went. Tomorrow I will go. Different verbs in a sentence or paragraph may logically use different tenses to reflect actions at different times.We will play tennis before we eat breakfast but after we have had our coffee.The tense you select to describe most of the actions in your paper is called the governing tense. Once you establish it, do not use another tense without a good reason. . . .The literary present tense is used to describe literature or art. If you use it, d o so consistently. - Toby Fulwiler and Alan R. Hayakawa, The Blair Handbook. Prentice Hall, 2003 It is common practice to analyze literary works in present tense. Thus, you would write, Pearl is a difficult child rather than Pearl was a difficult child in an analysis of Hawthornes The Scarlet Letter. If you are quoting a critic who has used a past tense verb in a particular sentence, you may change the tense of the critics verb by typing the tense you wish to use in square brackets. This bracketed change of tense avoids an awkward verb tense shift in your text.As a general rule of thumb, however, avoid changing the tense of verbs in the text of a literary work you are analyzing. - Linda Smoak Schwartz, The Wadsworth Guide to MLA Documentation, 2nd ed. Wadsworth, 2011

Alternative Perspectives on Management Essay Example | Topics and Well Written Essays - 1250 words

Alternative Perspectives on Management - Essay Example To illustrate this, there is consideration of two topics, that is, marketing and architecture as stated in the research study by Buchanan (2010). Since many businesses require robust marketing and architecture, the members attached to the business understand these phenomena. Additionally, the stakeholders and other members understand the rational phenomenon of the business. Many stakeholders and members of a business fail to attach the functional image of the business to their experiences in terms of marketing and architecture. Marketing The functionality of a business in terms of Marketing forms an ethical foundation although it tries to disguise itself and presence of limited critics who perceive its definition of the supposed ethics. There are epistemological suppositions which dominate this perspective and whose orthodoxy needs to be uncovered. This statement implies that it is tasking to perform function marketing, but is it possible to execute the practice of contacting a custo mer. Marketing has been applied mostly in non-profit organizations and government sectors. This implies that marketing is one of the most vital business functionality as stated by Alvesson (2003). According to Alvesson, Bridgman & Willmott (2009), the business functionality problem can be in terms of the marketing strategy that the business uses. Marketing is a crucial issue when dealing with the functionality of a business. ... Boje (2008) illustrates that marketing comes before finance and sales, implying that the power of marketing is a manipulative factor for many individuals since marketing shapes the customer’s needs so as to make enough profits. Internal processes that help to get the functional view of a business from a marketing perspective include; the organization of the marketing department of the business such that every product is familiar to every potential consumer. Martin (2001) in his research study, states that it is crucial for a business to broaden marketing into the public sector since many financial institutions insist on marketing plans. Marketing colonizes organizations but does not determine the direction that the business organization takes. To illustrate this perspective, there is consideration of the Woolworth supermarket where its marketing strategies ensure that all products, which already in the market, extend to as many customers as possible. The logo that a business u ses also acts as a boost in marketing its products. Most employees in the businesses I have observed fail to understand that to retain the customers who keep the business operation; the customers require new products, which have an added ingredient. The function image of a business is in the form of a set of ongoing activities, which are logical so as to sustain the business objectives of the organization these activities depend on the marketing strategy of the business as explained by Hatch & Cunliffe (2012). Marketing has, thus; been a teaching to me to become convincing to customers when trying to make them buy a new product. Currently many stakeholders in other regions do not promote their products through marketing as

Future trends in electronic commerce Essay Example | Topics and Well Written Essays - 750 words

Future trends in electronic commerce - Essay Example The Internet revolution causes with the latest growth figure among the some 160 million users, while others, remind marketers that this constitutes only a tiny minority of a few per cents of the world population. Expanding from this point, impact will be sought in the evolution of the applications used. Thus a sector where the number of firms which use a combination of Internet, intranet, extranet and telework is 'important' will thus display a higher impact of the Internet (Wagner 2007). Moving further ahead, one will consider which functions or activities the Internet is used for and thus see a greater impact of the Internet when home, social and productive functions are carried out through the Internet (Regan, 2007). In a year, there will be changes in the resources, behavior, organization, achievements and skills in different sectors. More and more companies will use e-commerce as the main tool of marketing communication and interaction. On the other hand, and more importantly, it appears that the use of e-commerce tools and techniques, or of information in general, is not likely to have any effect unless the appropriate combination of attributes and external factors exist. In a year, companies will use e-mobile service and mobile retailing more often. ... The further back in this chain companies and customers can go, the earlier they will be able to have an impact on sales. "Catalogs and stores can greatly buoy the online company to weather the storms that are inherent in technology and technology-based marketing, as a simple change in the technology environment can decimate the business model of an online company based solely on online marketing" ("Why one web merchant", 2006). In five years, there will be a great shift in customer service and information delivery systems. Critics state that "Online commerce market to grow to $300 billion over the next four years. But NOW is when consumers are forming their online shopping habits and developing buying loyalties" ("Understanding the Consumers", 2007). This is true of any new product or service, but, so far as the Internet is concerned, such fears are compounded because consumers will be purchasing goods via a system that they do not fully understand. In fact, consumers are already worried about the security aspects of the Internet. The first and most important lesson that has to be learnt when considering trading on the Internet is that sales that depend on geography will no longer work. Supermarkets, for example, with their departments that examine in great detail the demographics of an area before a new store site is developed, have no advantage in cyberspace. Any site can be accessed from anywhere in the world (Regan, 2007). Equally, any site can also be ignored from anywhere in the world. There is, however, an even bigger issue with marketing on the Internet. Not only is it difficult to select and purchase a prime site, in a good demographic area away from your competitors, that virtually guarantees you sales, but it is also increasingly difficult to

The Yellow Wallpaper and the Mark on the Wall Essay

The Yellow Wallpaper and the Mark on the Wall - Essay Example Virginia Woolf was one of the English Women who pioneered the field of modern literature. Woolf is attributed to have written and published a lot of essays, short stories and novels. Woolf’s active years in literature climaxed during the 1920s when she pushed novels such as To the Lighthouse, Mrs Dalloway, Orlando and among others. The two essays were written from the perspectives of two women, who are also the narrators in the stories. This paper provides a compare and contrast analysis of the two essays â€Å"The Yellow Wallpaper† and â€Å"Mark on the Wall†. The two essays compare in that they have been written in a first person narration. It is evident that both Virginia Woolf and Charlotte Perkins Gilman have written the essays while at the same time narrating their stories. The two authors, also compare since they have centered their theme on addressing social concerns, which women experienced during the time they wrote the essays. The narrators of the two essays seem to be in deep contemplation of the current state of life. The narrators embark on providing details on the immediate environment surrounding them. The mentioned details are things in their background such as furniture and walls. Additionally, for the narrator in â€Å"the yellow wall paper† she gives details on the actual yellow wallpaper she is seeing (Gilman 1), while the narrator in â€Å"mark on the wall† describes the mark, which happen to be a snail (Woolf 8). Their contemplations compare since both narrators see their lives as either being suppressed or sidelined. The issue of men dominance, the narrator in â€Å"the yellow wall paper†, mentions that â€Å"†¦I am†¦absolutely forbidden to work†¦until I am well† (Gilman 1). However, according to the narrator she disagrees with ideas from the two men who subject her in dominance. The two men are his husband and his brother she asserts that â€Å"†¦congenial work†¦ with excitement†¦ change†¦would do me good† (Gilman 2). is also common in the two essays because the narrators state. On the other hand, in the essay â€Å"the mark on the wall†, the narrator points out men dominance when she states â€Å"†¦Hell and so forth†¦leaving us†¦with intoxicating sense of illegitimate freedom†¦if freedom exists†¦Ã¢â‚¬  (Woolf 7). The two essays also compare since the narrators focus their minds on an imaginary place whereby their femininity, freedom and creativity are guaranteed. The two women writers, ultimately compare since they successfully address the plight of women through the powerful voice of literature. Another comparison comes from the fact that both narrators have experienced mental problems in there real lives. One of the main contrasts between the essays†The Yellow Wallpaper† and â€Å"The Mark on the Wall† lies on how they have been narrated. The narration of the story† The Yellow Wallpaper† is aided by characters close to the narrator his husband, John and brother. She says â€Å"John is a physician†¦my brother is a physician† (Gilman 1). In the, â€Å"Mark on the Wall† it is different in that the narrator does not seem to rely on a direct conversation with other characters since the narration is based on ideas coming from her mind (Woolf 3). In the â€Å"The Yellow Wallpaper† the narrator faces conflict between her inner desires, which entail her nature and creativity and her husband’s opinion of her. She writes â€Å"John†¦has no patience with faith†¦intense horror of superstition†¦scoffs openly on †¦

The Things They Carried, Tim OBrien | Analysis

The Things They Carried, Tim OBrien | Analysis Tim OBrien, in an interview has discussed the definition of truth by saying, You have to understand about life itself. There is a truth as we live it; there is a truth as we tell it. Those two are not compatible all the time. There are times when the storys truth can be truer, I think, than a happening truth (Herzog 120). This definition of truth is a great challenge for readers of OBriens works. It is hard even for the author himself to distinguish whether a detail is truth or no-truth. In this essay, I will discuss the blurry border between truth and fiction in OBriens Vietnam War stories, The Things They Carried. The technique that OBrien uses to blend truth and fiction in his book is his use of metafiction narrative to describe Vietnam War. Metafiction is a term given to fictional writing which self-consciously and systematically draws attention to its status as an artifact in order to pose questions about the relationship between fiction and reality. (Patricia Waugh). In the novel The Things They Carried, Tim OBrien purposely makes the boundary between truth and fiction invisible. For him, truth depends on the context of the situation that someone experiences it and what going on in that persons mind. The author starts his book with the quote, This is a work of fiction. Except for a few details regarding the authors own life, all the incidents, names, and characters are imaginary(6). However, just few pages later OBrien gives his dedication to the men of Alpha Company, and in particular to Jimmy Cross, Norman Bowker, Rat Kiley, Mitchell Sanders, Henry Dobbins, and Kiowa. Ironically, they are all the main characters of the novel. Tim OBrien has already require his readers to notice the blur lines between fiction and fact in his stories. Tim OBrien blurs this line of truth in many ways. He uses truth in his fiction to make the story more believable. The protagonist as well as narrator of The Things They Carried is named Tim OBrien, he also comes fr om the same town as the author Tim OBrien. The character is a college graduate and is also a drafted Vietnam War vet. He is in his late forties and also is a writer whose book Going After Cacciato got published. Those are obviously more than few details that the character shares with the real OBrien. The author successfully manages deploying his purpose that he wants the readers to feel what he felt. He wants his readers to know why story-truth is truer than happening-truth (203). Hence, readers cant help but trying to connect the relationship between the narrator with the author. Readers will always need to raises the question of what is reality and what is fiction. Even in the work of fiction, OBrien more than once insists readers to believe things he says is the truth. Before revealing the gruesome story of Rat Kiley slowly killing a baby water buffalo, OBrien writes, This one does it for me. Ive told it beforemany times, many versionsbut heres what actually happened (78). OBrien confesses that he has told the story in several ways, it means somehow the story has been fictionalized. However, he still convinces readers that: but heres what actually happened,. The truth in this story is being tested. Readers know that the story contains fictional detail after being told several different ways; they have been notified that The Things They Carried is a fiction. However, they are still to believe the story is true, because the author affirms so. This writing style defines OBriens work as a metafiction where the author consciously challenges the readers to distinguish truth with what he wants readers to believe is truth between the very blurry line. In this case, according to Lynn Whartons remark, everything is true but nothing authentic (Blyn 189). In the chapter How to Tell a True War Story OBrien is most clear in telling his opinion about truth of the war: A true war story is never moral. It does not instruct, nor encourage virtue, nor suggest models of proper human behavior, nor restrain men from doing the things men have always done (OBrian 68). Furthermore, In many cases a true war story cannot be believed. If you believe it, be skeptical. Its a question of credibility. Often the crazy stuff is true and the normal stuff isnt, because the normal stuff is necessary to make you believe the truly incredible craziness (OBrien 71). OBriens short stories follow these rules. For example, the author describes a group of soldiers was ordered to listen for movements of the Viet Cong in the jungle. After few nights, they begins to hears the sounds of a cocktail party: popping champagne corks, several simultaneous conversations, opera-style music. Sanders, the soldier telling the story, says, All these different voices. Not human voices, though. Because its the mountains. Follow me? The rock-its talking. And the fog, too, and the grass and the goddamn mongooses (OBrien 74). The definition of a true war story have been established, in this case, the unbelievable fictional details were created in order to tell the real truth from the war. In Speaking of Courage, OBriens fiction become so believable. Readers can easily relate as if they witness this real life story everywhere. The protagonist Norman Bowker cannot restart his life because he cannot accept his self-described lack of courage in the shit field. No one is interested in his war stories any more, Norman becomes depressed by all the horrific memories, the guilt he carries. Readers can see the image of any soldier with PTSD then and now. Though OBrien has said this is a work of fiction (OBrien 5), hence readers need to treat Norman Bowker as a fictional character. However, in this story he is so real as a non-fictional truth. Following Speaking of Courage, the author adds Notes, to claim that Norman Bowker wrote to OBrien after the war. He also provides an update that Bowker has killed himself to reinforce the realistic factor in his fictional story. By doing this, more than ever OBrien has created the blurry line between truth and fiction in his works. Although the work is classified as a fiction, OBrien continually emphasizes the truthfulness of stories he tells . This technique creates uncertainty for the readers, resemble with the uncertainty of the young soldiers must have felt while fighting in Vietnam as the author confides: Certain blood was being shed for uncertain reasons. I saw no unity of purpose, no consensus on matters of philosophy or history or law. The very facts were shrouded in uncertainty: Was it a civil war? A war of national liberation or simple aggression? Who started it, and when, and why? What really happened to the USS Maddox on that dark night in the Gulf of Tonkin? Was Ho Chi Minh a Communist stooge, or a nationalist savior, or both, or neither? What about the Geneva Accords? What about SEATO and the Cold War? What about dominoes? (OBrien 122). Steven Kaplan discusses this point in his essay The Things They Carried includes staging what might have happened in Vietnam while simultaneously questioning the a ccuracy and credibility of the narrative act itselfà ¢Ã¢â€š ¬Ã‚ ¦ the reader is permitted to experience at first hand the uncertainty that characterized being in Vietnam (Kaplan 48). By blurring the line between fact and fiction, Tim OBrien can objectively speak to readers about war. Throughout the book there are many different versions of the truth. In any war story, but especially a true one, its difficult to separate what happened from what seemed to happenThe angles of vision are skewed (OBrien 71).The story called Spin tells of the Vietnamese soldier that the narrator killed. The story The Man I Killed describes the same dead Vietnamese man and creates a history for him. He loved mathematics (OBrien 142), he had only been a soldier for a single day (OBrien 144), and like the narrator he went to war in order to avoid disgracing himself, and therefore his family and village (OBrien 142). The story Ambush makes the reader wonder whether any of this ever happened. That narrator tells us that he was not the thrower of the grenade that killed the soldier and then Even that story is made up (203). in a true war story, if theres a moral at all, its like the thread that makes the cloth. OBrien keeps giving the readers truth and then revising it or reshaping that trut h to something else. The reader is never quite sure where the real fact is but finds that it does not matter. In OBriens own words, You cant extract the meaning without unraveling the deeper meaning (77) For OBrien, truth can change, truth evolves through time and depends on the contexts and circumstances. OBrien also said Truth is fluid. Truth is a function of language. According to the authors own concept about truth, fiction is sometimes can be also considered truth. His brilliant and humorous example was: in 1964 I love Sally is the truth, but in 1965 the truth is I love Jenna. So they are both the truth told by the same person, but are very different just by the time they were told. OBrien said: A lie, sometimes, can be truer than the truth, which is why fiction gets written. The things they carried as a whole is vastly under the shadow of this definition, where fiction and nonfiction get seperated by a very blurry line; where it contains both truths and imaginations. Even for OBrien, he sometimes could not even distinguish what really happened and what he thinks it happened because the border between those two is so paper thin. In OBriens point of view, lives are about stories-the stories we tell ourselves, the stories we tell others. What is really true in our lives as we live it? Might there be events that we view incredibly significant now that we wont remember twenty years from now? Are there trivial details now that might come to have great impact on our lives or teach us incredible lessons? So where is this elusive truth? Truth is what we see from our own personal experience, and truth changes as we live our lives and as we keep remembering things, events, and people in our lives. Truth changes as we mature and as we continue to tell our stories or play them over in our minds. As critic Kaplan says, OBrien saves himself by demonstrating in this book that events have no fixed or final meaning and that the only meaning that events can have is one that emerges momentarily and then shifts and changes each time that the events come alive as they are remembered or portrayed (Kaplan). In an interview, OBrien was asked: What can stories do for us? He said: Stories do a lot for us. They can help us heal. They can make us feel part of something bigger. We all tell stories to ourselves-about today and tomorrow-we live our lives based on a story we tell ourselves. And were constantly adjusting ithoping for a happy ending. (Curran) For him, the key is hopefully to learn something or gain some insight from the process of telling and retelling in which truth and non-truth may get blend into each other to make sense. By stating his book is a work of fiction, OBrien gives himself a license to have more room to create and to write even though the materials are based on the truth. OBrien says One of the chapters in The Things They Carried is about a character with my name going to the Canadian border. He meets an old man up there, almost crosses into Canada but doesnt. I never literally did any of these things, but I thought about it. It was all happening in my dreams and in my head. And the one thing fiction can do is make it seem real. To let the reader participate in this kid making this journey and it feels like its really happening. You hope the readers asking the same questions that you were back then. You know, like What would I do? Would I go to Canada? What do I think of war? So even if the story never happened, literally, it happened in my head. If I were to tell you the literal truth about that summer, the truth would be that I played a lot of golf and worried a lot about the draft. But t hats a crummy story. It doesnt make you feel anything. (Richmond.com). It turns out he did not do the things in the story, but he considered them. The real truth would be boring but the embellished truth is still true. Just because he did not live these things does not mean that they are not true. He has embellished the truth in his head in order to dramatize the moral dilemma for the reader. With the pass he has given to himself in writing fiction base on truth, and letting truth hidden in fiction, everything is believable. In the book The Things They Carried, OBrien says, By telling stories, you objectify your own experience. You separate it from yourself. You pin down certain truths (OBrien 158). For OBrien, stories can make events happen over again, can bring back to life ones weve lost. He writes, The thing about a story is that you dream it as you tell it, hoping that others might then dream along with you, and in this way memory and imagination and language combine to make spirits in the head (230). The Things They Carried, then, brings back to life for OBrien lives such as Norman Bowker and Bowkers best friend Kiowa. Since stories can have such an incredible effect, they save us. The us implies OBrien, other veterans, as well as general readers. By using metafiction as a vehicle for the Vietnam War, OBrien is able to discuss with readers why the stories are told and retold. Readers are better able to understand the aftereffects on veterans and relate to experiences they may never personally under go. OBrien uses fiction to be able to tell whole truth because the fact is fiction is often closer to the truth than what surrounds us on a daily basis. By explaining to readers how The Things They Carried operates on different levels, OBrien is arguing that his fiction piece is more accurate than nonfiction pieces on the Vietnam War. Even when OBrien exaggerates the truth or changes the details of a story, he does so to make the Vietnam War more real for the readers. As explained through the story of Norman Bowker and in How to Tell a True War Story, for OBrien, the truth of a story depends almost solely on how real the experience seems for the readers. In this way, happening truth remains historically and emotionally distant (Silbergleid 133). If the story is not technically true, at least the reader understands the significance of the event. Silbergleid notes story truth, is full of excruciating detail and specificity (133). OBrien uses story-truth to recreate Vietnam for outsiders. If the readers can fully imagine the shit field where Norman Bowker lost his best friend because of a sudden lack of courage, then that story of Vietnam is real. Although a Norman Bowker may not have ever existed, may only be a character in the fiction piece The Things They Carried, his experience undoubtedly happened to other soldiers. Even with exaggeration and falsification, the reality of Vietnam is accurately created by OBrien. The character Mitchell Sanders summarizes The Things They Carried best: I got a confession to make, Sanders said. Last night, man, I had to make up a few things. Yeah, but listen, its still true. (OBrien 77)

Society MUST Understand how the Natural World Works Essay -- Argumenta

Society MUST Understand how the Natural World Works Except for children, few of us spend much time wondering why Nature is the way it is; where the Cosmos came from, or whether it was always here; or whether there are ultimate limits to what humans know. There are even children who want to know what a black hole looks like; why the sky is blue; how does a balloon stay up in the air; what makes the human body work; and why there is a Universe. I have many opportunities to teach children at various ages and have observed that many of these children are natural born scientists. They have inquisitive little minds filled with curiosity and wonder. Provocative and insightful questions bubble out them with enormous enthusiasm. I am often asked follow-up questions that have the potential to take up the whole day. These children have never heard of the notion of a dumb question. I find something all together different when talking to middle and high school students. A great deal of them seem to get by by memorizing facts and the joy of discovery that led to those facts has gone out of them. They have lost most of the wonder, and gained little skepticism. This particular age group's main concern is not taking up class time asking dumb questions. They are willing to accept inadequate answers and they don't ask follow-up questions. Many of them are more concerned with the placement of the hands on the clock and when the school bell is going to ring. The middle and high school classrooms are often saturated with indirect glances to judge the approval of their peers. As a graduate student, it is frightening to see the same behavior acted out in upper-level college courses. The negative glances from those who lack respect for learning defi... ..., drive to learn things and then to exchange the information with others (239). I understand the natural world to be an absolutely essential tool for any society with a hope of surviving the next century. It is of tremendous importance that we take responsibility as parents and teachers and start generating critical, curious, and imaginative students. The worlds needs and deserves a society with a basic understanding of how the natural world works. Works Cited Bishop, J. Thomas. "Enemies of Promise." In the Presence of Others: Voices That Call for Response. Second Edition. Andrea A. Lundsford and John J. Ruszkiewicz. St. Martin's Press. New York, 1997. 26-261. Thomas, Lewis. "The Hazards of Science." In the Presence of Others: Voices That Call for Response. Second Edition. Andrea A. Lundsford and John J. Ruszkiewicz. St. Martin's Press. New York, 1997. 239.

To what extent and in what ways is Fitzgerald purely critical of Gatsby’s dreams?

One of the main themes of ‘The Great Gatsby' is that of dreams, none of which is more noticeable than Gatsby's own dream of five years in his pursuit of Daisy. What is less obvious is how Fitzgerald wants us to react to these dreams, and whether he is being purely critical of them or whether he in fact does also reveal some good in them. In this essay I aim to show that although in a lot of ways Fitzgerald is critical of Gatsby's dreams, for example by ensuring that Daisy can never live up to the vision of herself which Gatsby has created, he is not entirely disapproving and in several cases even goes as far as to suggest that dreaming is what makes us human. One way in which we may be unsure about Fitzgerald's presentation of Gatsby's dreams is whether they are meant to appear romantic or slightly pathetic. At face value it can seem to be extremely romantic that Gatsby has waited these five years and remained so loyal to Daisy, and I think that it this way Fitzgerald wants us to be on Gatsby's side. Gatsby himself is portrayed as being a very romantic character and this can be seen in his speech when he talks about the past, for example telling Nick that â€Å"His heart beat faster as Daisy's white face came up to his own. He knew that when he kissed this girl, and forever wed his unutterable visions to her perishable breath, his mind would never romp again like the mind of God†. Fitzgerald clearly is making Gatsby appear to be very wistful and dreamlike, and also is making us more sympathetic to him by making his affair with Daisy and his dreams appear to be very romantic. This would obviously cause the reader to sympathise more with Gatsby later in the book when everything falls apart, and I think that it is clearly true that Gatsby believes that his love of Daisy is very perfect and beautiful. However, this quotation could also be read that Gatsby is going too over the top and is trapped in the past by his dreams. Another good place to see this occurring is when Nick warns Gatsby that he cannot recreate the past and Gatsby replies with â€Å"‘Can't repeat the past? Why of course you can! ‘†. This seems like a very irrational thing for Gatsby to say and it begins us questioning what he really wants from his dreams, whether it is Daisy or just to have the past back as it was. Fitzgerald may be doing this to show Gatsby as a man who is just clutching at a past he no longer has and this may make him appear slightly pathetic. The exclamation mark gives him a sense of panic and questioning makes him appear to be almost incredulous to any other way of seeing the situation, which I think is more critical of Gatsby's dreams as they have blinded him to reality. Overall however, when it comes to romanticism or a slightly pathetic appearance, Fitzgerald remains quite ambiguous and leaves it more up to the reader to reach a decision by themselves. , Whichever way it is viewed however, I think in both situations we still have sympathy for Gatsby when his reality doesn't quite live up to the vision. When Fitzgerald comments that â€Å"no amount of fire or freshness can challenge what a man can store up in his ghostly heart†, I think that he is making the quite depressing point here that dreams will always disappoint in the end because reality can never live up to what you can dream of. This is quite a negative view of the outcome of dreams but is perhaps not entirely critical of the idea of having dreams and something to strive for in the first place. Although it may appear that Fitzgerald is condemning dreaming, I actually believe that in this case he may be more positive about it than it seems at first. The character of Gatsby is portrayed as a dreamer, and these aims and human feelings which he possesses ensure that he is much more of an attractive character than for example, Jordan, who has no such dreams or ambitions for the future and is often associated with words such as â€Å"lazy† and â€Å"cool†. This makes her seem a lot less human than Gatsby and we empathise with him far more, which I think Fitzgerald wants us to do. This suggests that Fitzgerald is supportive of ‘the dreamer' and tells us that he is not opposed to the idea of dreams in general. In fact he associates the illusion with the phrase â€Å"colossal vitality† which again evokes the idea that dreams are linked with the essence of being human and that Fitzgerald views Gatsby's dreams with something other than pure criticism. One of the main criticisms which Fitzgerald does have of Gatsby's dreams is the materialism inherent with them. To gain Daisy's affections, Gatsby accumulates extortionate wealth and belongings to attract her, and Daisy herself represents something of the materialistic upper class which Gatsby strives to become a part of. This is very concisely put when Gatsby says of Daisy â€Å"her voice is full of money†. Daisy's voice has particular prominence as a motif throughout the book but at this point it is almost a leit motif as it gains meaning. All we can judge Daisy by is her voice, we never know her thoughts or what she is really thinking as what she says is usually quite empty. By saying that her voice is full of money, Gatsby is pinpointing that superficial charm which she has and perhaps even that in being entranced by her voice he has actually fallen for her wealth. This is an extremely critical way of looking at Gatsby's feelings and we probably don't want to believe it of him, but I think we can see it very clearly in Daisy, especially when she sees his Gatsby's house for the first time. In her exclamation of â€Å"that huge place there? † and her reaction to the extravagant wardrobe, we can see that Fitzgerald is showing Daisy as well as Gatsby to be very focussed on the material and the possessions. I think that this is a point Fitzgerald wants to make on the subject of ‘The American Dream', of which Gatsby's own dream is quite symbolic. As Americans, the characters would have been brought up to believe that they could strive to achieve anything and, in short, that nothing was out of their reach. Fitzgerald is not only questioning the belief in this, but also the means of getting to it and is making a point about how society has taken this dream to be something materialistic and to do with what you can own, rather than more spiritual or meaningful dreams. In respects to materialism I think that Fitzgerald is almost purely critical of Gatsby, as what he appears to be searching for is not just Daisy but the entire social and economical class which she represents. Another interesting way in which Fitzgerald portrays Gatsby's dreams is by making Daisy seem quite an unworthy person to long for. Although, as said in the previous paragraph, she is superficially very beautiful and rich, there appears to be very little under the surface and she tends to talk in quite empty and fantastical phrases such as â€Å"I'd like to just get one of those pink clouds and put you in it and push you around. † In that case Fitzgerald's alliteration of ‘pink', ‘put' and ‘push', as well as the polysyndeton, make her phrasing seem childish and simple – not really that of someone who could be relied on for a long lasting relationship. In some ways we may think that Fitzgerald is criticising Gatsby's dreams at this point, after all it seems worthless that he would have spent all this time loving someone who is in fact not worth it at all. This is incredibly clear to us after we see Daisy's awful behaviour after the accident when she drives away without stopping, and in a way we can see her treatment of Gatsby as quite similar to this, driving along with him, leaving destruction in her wake and escaping away as fast as she can. In this way Fitzgerald is being very critical and it could seem as if his message is that no matter how much you love someone and dream about them, they could just as easily let you down and run away. I think that there is also a slight positive side to Fitzgerald's choice of making Daisy an unworthy dream, as it shows that everybody can be loved by someone, however this is not very strong as Gatsby does not love Daisy with her faults, and rather it seems that he is just immune to seeing her flaws. Fitzgerald in fact, is probably somewhere in between these views; he is not directly attacking dreams or even Gatsby's dreams, but he is more in this case attacking Daisy's character. Although it may be a large lack of judgement skills on Gatsby's side, we cannot blame him entirely and again we still feel sorry for him when Daisy does eventually let him down. Overall I think that it is clear that there is a strong sense of ambiguity when it comes to Fitzgerald's attitude to Gatsby's dreams. However, I feel that the main point he wishes to make is that there is nothing wrong with dreaming, you just have to be careful when choosing your dreams that what you are longing for is actually worthwhile and won't end up hurting you more than it can make you happy. In Gatsby's case his aim appears to be more to make us feel sorry that he was so misguided in his choice of dream, rather than to berate him for dreaming at all.

The Kite Runner by Khaled Hosseini - Book Review

The Kite Runner by Khaled Hosseini - Book Review The Kite Runner by Khaled Hosseini is one of the best books I have read in years. This is a page turner with complex characters and situations that will make you think hard about friendship, good and evil, betrayal, and redemption. It is intense and contains some graphic scenes; however, it is not gratuitous. A great book by many measures. Reading The Kite Runner by Khaled Hosseini On one level, The Kite Runner by Khaled Hosseini is the story of two boys in Afghanistan and Afghan immigrants in America. It is a story set in a culture that has become of increasing interest to Americans since the September 11, 2001, attacks. It also explores the history of the rise of the Taliban in Afghanistan. On this level, it provides a good way for people to learn more about Afghan history and culture in the context of the story. Looking at The Kite Runner as a story about culture, however, misses what the book is really about. This is a novel about humanity. This is a story about friendship, loyalty, cruelty, longing for acceptance, redemption, and survival. The core story could be set in any culture because it deals with issues that are universal. The Kite Runner looks at how the main character, Amir, deals with a secret in his past and how that secret shaped who he became. It tells of Amirs childhood friendship with Hassan, his relationship with his father and growing up in a privileged place in society. I was drawn in by Amirs voice. I sympathized with him, cheered for him and felt angry with him at different points. Similarly, I became attached to Hassan and his father. The characters became real to me, and it was difficult for me to put the book down and leave their world. I highly recommend this book, especially for book clubs. For those of you who are not in a reading group, read it and then loan it to a friend. You are going to want to talk about it when you finish.

Inheritance of Eye Color in Drosophila melanogaster essays

Inheritance of Eye Color in Drosophila melanogaster essays Inheritance of Eye Color in Drosophila melanogaster Sex-linked inheritance can lead to remarkable resulting differences between the chromosomes of females and males in many organisms. This study illustrates a simple, yet clarifying experiment designed to determine the sex-linked inheritance in Drosophila melanogaster. Drosophila melanogaster have an x- and a y-chromosome in males and two x-chromosomes in females. The crosses of white-eyed females and red-eyed males give the following outcome in most cases (Figure 1): In this cross, about one white-eyed females fly appears in the F1 generation, as opposed to 2000-3000 red-eyed ones. Similarly, about one red-eyed male may be found among 2000-3000 white-eyed ones. In order to properly perform the experiment with the Drosophila, a controlled sampling system had to be prepared. In week 0, we started with 500 flies, 250 females and 250 males. To determine allelic frequency in males, we used the equation: To determine the allelic frequency in females, we used the equation: # red females = 1 ¡i(#white females  ¡ # total females) # white females =  ¡i(#white females  ¡ # total females) In the males, the allelic frequency for red-eyed was 0.5 and the allelic frequency for white-eyed was 0.5. 125 red males  ¡ 250 total males = 0.5 125 white males  ¡ 250 total males = 0.5 In females, the allelic frequency for red-eyed was 0.3 and the allelic frequency for white-eyed was 0.7. # red females = 1 ¡i(125 white females  ¡ 250 total females) = 0.3 # white females =  ¡i(125white females  ¡ 250 total females) = 0.7 This allowed for an even distribution in eye color among an even number of males and females. Once one has determined the allelic frequencies, the genotypic frequencies can be easily calculated, using the equation: p ©Ãƒ · = homozygous dominant, red- or wild-type eyed q ©Ãƒ · = homozygous recessive, white-eyed The genotypic frequen...

Share Analysis Essay Example | Topics and Well Written Essays - 2000 words

Share Analysis - Essay Example In 2013, the company issued about 4850 million of shares in the public and earned market capitalization of  £69,178.56 million. The company occupies about 5% of markets share in this particular market globally with respect to sales revenue. GSK is listed in FTSE 100, FTSE 350 and FTSE All-Share (GlaxoSmithKline plc.,, â€Å"Explore GSK†). The share price performance of GSK has encountered huge fluctuation over the years due to the slide in profit. By considering the performance of FTSE 100, GSK has performed quite well over the period of 10 years. However, there are many controversies and events, which had forced the sales revenue of the company to decline. As per July 23, 2014, the share price of GSK had dropped 4.7% and this drop is the steepest as compared to October 2008. Despite the decrease in share price, the company has anticipated growth of 4% to 8% (MarketWatch, â€Å"Glaxosmithkline Lowers Full-Year Profit Outlook†). This decrease in share price did not de-motivate the investors and they kept on investing in the shares of the company as it shared a good reputation in the market. GSK is the best company for share price analysis as the fluctuations is very interesting to examine and the reason behind the same are practical in the present competitive world (MarketWatch, â€Å"Glaxo Slides in London Af ter Earnings Warning†). The share price of GSK is observed to drop by 3% in the second quarter of 2014. This is because of the decrease in profit from the first quarter of 2014. However, the company has also reported that the operating profit for the second quarter of 2014 has slumped by 25% and the turnover decreased by 13%. The decrease in this company financials have affected the Earning per share (EPS), which have dropped by 25% from the previous year’s performance (Guardian News and Media Limited, â€Å"FTSE Ends Week On A Low Note, While Glaxosmithkline Suggested As Pfizer Target†). The company stated that there have been drastic changes in

Cover letter Assignment Example | Topics and Well Written Essays - 500 words - 3

Cover letter - Assignment Example I am one of the core group members that handle the media enquiries and assist the fresher seeking admission to the college. I was also a member of the negotiating committee that visited the Mayor to discuss and upgrade the communication strategies in the educational institutions. I was actively associated with the job up updating the website of my institution and expand its reach in tune with the latest developments and improvements. Communicating with the social medial platforms is also my responsibility. By pursuing the policy of ‘earn while you learn’ I have designed websites and also wrote their contents for the benefit of a number of organizations. These experiences have been quite challenging as the companies often sought my suggestions in proactive campaign-driven releases and responsive communications. I have tendered appropriate solutions to their crisis situations promptly and this has enhanced the reputation of those organizations. I have developed good grasp of their competing priorities. I am fairly conversant with the environment legislation and have read hundreds of articles on environmental protection and the role of the common man, organizations and the government in this regard. I know the type of messages to be given to different types of audiences and possess good oral and written communications skills. I can draft questionnaires on the relevant subjects and can conduct radio interview. I have also appeared in question-and-answer sessions in television programs. I have intense interest in environmental issues and about protecting flora and fauna of Mother Earth. I regularly participate in the conservation programs held in the city of Houston. I therefore seek the golden opportunity to work for a sterling organization like Clean Environment! America, to contribute to the propagation of green message and involve in the related practices. I am quite enthusiastic to leverage my

Outline Essay Example | Topics and Well Written Essays - 250 words - 13

Outline - Essay Example The advertisements through the media, the scenes in the movies, the access to sexual content on the internet, connectivity, and friendships that are easily faked on the social sites have subscribed to these challenges (Gurian, 4). As a result, there has never been a bad time of raising a daughter than today. Teenage is a most important stage of girls’ lives. When they try to experiment and experience the real world at this stage, their characters will be featured by resentment and aggression. However, telling people to stop raising a daughter is impossible. The greatest challenge is helping their daughters through to process of transition from the puberty to adolescent stage. Thus, telling girls information about the emotional and physical changes taking place in their bodies, creating curiosity, and encouraging adventure is the most important thing that every parents need to do to raise a daughter today. Magical thinking, imagination and fantasizing are the elements that characterize the state of mind of girls when they are teenager (Braun, 8). Therefore, helping them to base their thinking on reality of the world, and doing away with their wishful thinking and handling their highs and lows is an important aspect of raising the daughter (Stern, 24). Since the girls’ bodies and physical looks start becoming an important consideration for girls when they are at this stage. Parents should help them to understand what is happening to their body, their emotions, and hormonal changes. Also, parents should try their best to make the conversation appeared as well as normal. Also, avoiding any chance of them being informed on the same from bad company is crucial (McCarthy, 7). When girls are teenagers, their sexual activities and desires starts accelerating. Thus, protecting the girls from interactions and socializations is the difficult thing

The Benefits of Reading Essay Example for Free

The Benefits of Reading Essay Reading is the best thing we can do for ourselves. Not only does reading enrich our lives, it can also enrich the world around us. It has been stated that, â€Å"The more you read, the better you get at it; the better you get at it, the more you like it; the more you like it, the more you do it. And the more you read, the more you know; the more you know, the smarter you grow†. The benefits of reading last a lifetime. Reading well affects a person’s academic and professional success. However, it has been found that Malaysians do not read enough. Many students do not read beyond the materials of the school curriculum. With the existence of television and the advancement of computers with the internet, books have taken a backseat. The young today prefers sprouting roots in front of the television, surfing the internet or playing console games. Many perceive reading as a chore rather than pleasure. There is a need to bring back the creative culture of reading among Malaysians. Since the birth of our nation in 1957, there have been numerous campaigns held to encourage the reading habit among Malaysians because our government knows that only an educated and knowledgeable nation can climb up the ladder of success. However, campaigns launched to encourage reading are unable to achieve much as progress cannot be seen in the short time limit. Reading is the habit that has to be ingrained and inculcated from young. An environment that encourages reading needs to be created by parents in the home. Research has shown that the early years in a child’s life have the highest rates in forming and establishing the habit of reading. Habits formed at a young age will stay with them for a long time. Thus, parents and teachers should teach the young to appreciate and enjoy reading beyond their school text books. The reading time should not be turned into a task but into a pleasurable and enthralling experience. The benefits of reading are many. Reading fiction materials can transport the reader to another world and provides relaxation. It has a therapeutic effect as it stimulates the right side of the brain to the beauty and rhythm of language which has the ability to calm and relax us. Leisure reading can lead to an input of language acquisition as well as language competence. Through carefully graded and selected reading materials learners can gain a wide range of vocabulary and good expressions, thereby improving their language skills. In general, those who have more literacy in English reads more. Teachers and lecturers of higher institution of learning are appalled when students or undergraduates cannot even comprehend reading passages or communicate their thoughts. The drop in the standard of English is definitely due to lack of reading materials in English. Reading is a profitable pursuit in which we can obtain beneficial insights and knowledge. Hence, Malaysians cannot ignore the habit of reading. The habit needs to be exercised and allow to flow from a regular routine. Then, only with literate and educated citizens can our nation succeed and be raised to greater heights. After all, â€Å"A nation that reads, is a nation that succeeds. †

Implementation Factor Affecting E-governance in Uttarakhan

Implementation Factor Affecting E-governance in Uttarakhan Jitender Kumar Sehgal, Dr. Priti Dimri, Krishna Nand Rastogi Abstract e-Governance is the utilization of Internet and the world wide web for delivering government Information and services to the citizens and the other organizations. Uttarakhand is one of the leading states in implementation of e-Governance but still there are lot of challenges in effective and efficient implementation at rural level or hilly areas. This paper highlights the factors that are affecting the implementation of e-Governance in Uttarakhand it also includes a survey which takes all the factors into an account and before starting a actual survey a preliminary study conducted in order to evaluate feasibility for this questionnaire was done which confirms its acceptance. Keywords: E- governance, Common Service Centers, M-Government Introduction E-Governance refers to approach â€Å" How government utilized IT, ICT, and other web based telecommunication technologies to improve and enhance the efficiency and effectiveness of service delivery in public sector. Government of Uttarakhand has implemented a number of projects implementation of e-governance. The website of almost every government department has been launched so as to provide as their services online, for this purpose Government of Uttarakhand has launched www.uk.gov.in where we can access a short description of a particular government department and its related website links. The description of 46 departments is available on this website. In addition to large no. of Common Service Center (CSC) are also provided for convenience of rural and hilly areas of citizens . But there are some hurdles due to which hilly area/rural area citizens are not able to access e-Governance services. In this survey an attempt to collect the factors that affect the implementation of e-Governance is done so that the necessary actions can be made for its efficient and effective implementation. Common Service Centers The CSC is a strategic cornerstone of the National e-Governance Plan (NeGP), as part of its commitment in the National Common Minimum Programmed to introduce e-governance on a massive scale. The CSCs would provide high quality and cost-effective video, voice and data content and services, in the areas of e-governance, education, health, telemedicine, entertainment as well as other private services. A highlight of the CSCs is that it will offer web-enabled e-governance services in rural areas, including application forms, certificates, and utility payments such as electricity, telephone and water bills. The Scheme creates a conducive environment for the private sector and NGOs to play an active role in implementation of the CSC Scheme, thereby becoming a partner of the government in the development of rural India. The PPP model of the CSC scheme envisages a 3-tier structure consisting of the CSC operator (called Village Level Entrepreneur or VLE) the Service Centre Agency (SCA), that will be responsible for a division of 500-1000 CSCs and a State Designated Agency (SDA) identified by the State Government responsible for managing the implementation over the entire State. M-Government M-Government, is the extension ofe-Governmentto mobile platforms, as well as the strategic use of government services and applications which are only possible using cellular/mobile telephones, laptop computers, personal digital assistants (PDAs) andwirelessinternet infrastructure. M-Government is now evolving on four dimensions transforming e-Government services directly to the mobile platform, providing access to mobile technologies and application for the field workers of the public sector, enabling smart / flex working and providing citizen services any time, any where. Analysis Factor This survey considers all the factors affecting the services of e-governance at urban and rural or hilly areas. It includes major factors and all those factors are taken as question which can be answered in two different ways (yes or no) according to which we take better services and form government and suggests some specific points to government of Uttarakhand for better implementation of e-governance services. According to the survey the respondents can be classified into two categories are as follows: Rural/ Urban Citizens Hilly areas citizens Category Factors General Questions Do you access internet in your daily life? Do you have internet connection? Is there any CSC in your village ? Do you have electricity in your village? Do you have proper road facility in your village? E-governance Have you heard about e-governance and its services? Do you prefer to use governance services online? Is the access to government links or websites (c.1) Easy? (c.2) Time Saving? (c.3) Accessible from Home? (c.4) Secure and safe? Common Service Centre (CSC’s) (a) Have you ever visited CSC centre? (If Yes, Please attempt the following) (b) Where do you access CSC ? (b.1) In your city or village (b.2) Nearby your city or village (b.3) Is it easy to access that CSC (If No, Please mention the reason/reasons) (b.4) Distance to be travelled in KM (b.5) Is Proper road facility available (b.5) Is the travel expensive? (b.6) Is there any Misguidance by agents (b.7) Is the procedure Complicated ? (b.8) Are all the staff members of CSC centre available at your visiting time? (b.9) Which medium of instructions are used by the staff? (b.9.1) Hindi (b.9.1) Garhwali (b.9.1) English (b.10) Do you think the staff members at the centre are well trained? (b.11) Are the staffs co-operative? (b.12) Do the staffs ask for more money than the prescribed fee? (b.13) Are you satisfied with the cooperation of the CSC staff on duty? (b.14) Is there any delay in submission of forms at the counter? Common Service Centers Facilities (a) Do you know common service centre provides following services? (Check Yes if already known) (a.1) Issue of Birth Certificate (a.2) Issue of Death Certificate (a.3) Issue of Licenses (a.4) Issue of Dependent Certificate (a.5) Issue of Bus Passes (a.6) Issue of Dependent Certificate (a.7) Issue of Unmarried Certificate (a.8) Issue of ID-Card (a.9) Registration of Vehicle related services (a.10) Issue of Affidavits (a.11) Submission of Passport Applications (a.12) Issue of No Objection Certificates (a.13) Services to Pensioners (a.14) Issue of Marriage Certificate (b) Do you know the procedure to get the services from Common Service Centre? (c) Which services have you ever accessed from CSC centre? (c.1) Issue of Birth Certificate (c.2) Issue of Death Certificate (c.3) Issue of Licenses (c.4) Issue of Dependent Certificate (c.5) Issue of Bus Passes (c.6) Issue of Dependent Certificate (c.7) Issue of Unmarried Certificate (c.8) Issue of ID-Card (c.9) Registration with Road Transport Office(RTO) (c.10) Issue of Affidavits (c.11) Submission of Passport Applications (c.12) Issue of No Objection Certificates (c.13) Services to Pensioners (c.14) Issue of Marriage Certificate (c.15) Issue of Bus/ Train Passes. (d) Do you know that you can check the status of your queries at website of CSC centre? (If Yes, attempt the following) (d.1) Are you satisfied with the services provided by CSC’s centre? (d.2) Do you think some other services should be available at CSC centre ? If Yes, Please mention: E-Governance in Hilly Areas (e) According to you, what are the reasons due to them e-Governance is not successful implemented in Hilly Area? (Please tick from the given factors) (e.1) Illiteracy (e.2) Digital Divide (e.3) Improper Infrastructure (e.4) Shortage of funds (e.5) Government policies (e.6) Available at Short Distance (e.7) Not proper road to reach the CSC (e.8) Cost involved to visit a CSC (e.9) Non-existence of kiosks in Villages. Helps in Controlling Corruption (f) CSC is helps in controlling corruption? (If Yes, Please choose from the reasons given below) (f.1) Single window system to apply (f.2) Applying directly to CSC (f.3) Work completed with in a time period (f.4) Government officials are responsible for their assigned work (f.5) No person will have to come face to face Interaction with a government officials Which helps in to reduce corruption. General terms about Uttarakhand (g) General terms about Uttarakhand, are you already familiar? (g.1) Population 10,086,292 (g.1) Literacy rate is about 78.82% (g.2) Rural population is 69.77%. (g.3) Urban population is 30.23%. (g.4) Number of CSC centres at Uttarakhand level is 1641. (g.5)Name of Project Consultant:- Unit A – M/s Nekton IT India Private Ltd. (NIIPL) Unit B – M/s Reliance Communication Ltd Unit C – M/s Reliance Communication Ltd (g.5) Roll out of CSCs as under in – Unit A (Dehradun, Uttarkashi, Rudraprayag and Tehri ) 706 Unit B (Haridwar, Chamoli,Pauri Garhwal, Almora, Bageshwar) 1394 Unit C (Nainital, Pithoragarh, Champawat, Udham Singh Nagar) 704 (g.6) Total cost of implementing a CSCs is about Rs 2.56 crores Role of Uttarakhand Government (h.1) All government services will be put online. (h.2) Common service centres will be opened throughout the state to give single window for all government work. (h.3) State Data Centre would provide many functionalities like Central Repository of the State, Secure Data Storage, Online Delivery of Services, Citizen Information/Services Portal, State Intranet Portal, Disaster Recovery, Remote Management and Service Integration etc. (h.4) The e-District project is developed to improve the efficiency of the various Departments under the district-level to enable seamless service delivery to the citizen . (h.5) Uttarakhand State Wide Area Network (UK-SWAN) UK-SWAN project is almost in the final stage of completion by 13 establishing around 135 POPs in all the Districts, 84 Tehsils and 95 Blocks in the state. (h.6) Many Uttarakhand departments like Forest Department, Police Department, Finance Department, Tourism Department and Cooperative Department etc. are taken up for formulation of MMPs initially. Some projects are as- Gyanotkarsh (low-interest/easily repayable loans to all government employees and teachers for purchase of computers for the home segment), Aarohi (distribution of Computers in schools), Shikhar (Computer education through colleges), Shiksha (Provide training to teachers of government/ non government schools) Conclusion Improvement in the e-Governance services in rural or hilly areas is needed for its overall effective and efficient implementation. This questionnaire also helps to find some factors are considered due to which rural or hilly area people are not able to access e-Governance services and setting the stage for the transformation from e-Government to m-Government. References: Home.nic.in/projects/e-district-uttarakhand www.uk.gov.in Egov.elesonline.com/2013/03/e-governance-in-dev-bhoomi Itda.uk.gov.in/pages/displays/995-csc http://www.census2011.co.in/census/state/uttarakhand.html http://itda.uk.gov.in/pages/display/995-csc http://en.wikipedia.org/wiki/State_Wide_Area_ Network https://sites.google.com/site/uttarakhandswan/ Appendix A questionnaire on survey of Implementation Factor That Affect E-Governance In Uttarakhand. Please take few minutes to fill out the questionnaire. 1.Name: 2.Gender: Female: 3.Age: 18-25 25-35 35-45 45-55 55-65 65-70 4:City/Village: 5:State: (b.10) Do you think the staff members at the centre are well trained? (b.11) Are the staff co-operative? (b.12) Do the staff ask for more money than the prescribed fee? (b.13) Are you satisfied with the cooperation of the CSC staff on duty? (b.14) Is there any delay in submission of forms at the counter? Common Service Centre Facilities (a) Do you know that common service centre provides following services? (Check Yes if already known) (a.1) Issue of Birth Certificate (a.2) Issue of Death Certificate (a.3) Issue of Licenses (a.4) Issue of Dependent Certificate (a.5) Issue of Bus Passes (a.6) Issue of Unmarried Certificate (a.7) Issue of ID-Card (a.8) Registration of Vehicle related services (a.9) Issue of Affidavits (a.10) Submission of Passport Applications (a.11) Issue of No Objection Certificates (a.12) Services to Pensioners (a.14) Issuance of Marriage Certificate (b) Do you know the procedure to get the services from Common Service Centre? (c) Which services have you ever accessed from CSC centres? (c.1) Issue of Birth Certificate (c.2) Issue of Death Certificate (c.3) Issue of Character Certificate (c.4) Issue of Licenses (c.5) Issue of Dependent Certificate (c.6) Issue of Bus Passes (c.7) Issue of Dependent Certificate (c.8) Issue of Unmarried Certificate (c.9) Issue of ID-Card (c.10) Registration with Road Transport Office (RTO) (c.11) Issue of Affidavits (c.12) Submission of Passport Applications (c.13) Issue of No Objection Certificates (c.14) Services to Pensioners (c.15) Issue of Bus/ Train Passes (d) Do you know that you can check the status of your queries at website of CSC ? (If Yes, attempt the following) (d.1) Are you satisfied with the services provided by CSC’s ? (d.2) Do you think some other services should be available at CSC ? If Yes, Please mention: E-Governance in Hilly Areas According to you, what are the reasons due to them e-Governance is not successfully implemented in Hilly Area? (Please tick from the given factors) (e.1) Illiteracy (e.2) Digital divide (e.3) Improper infrastructure (e.4) Shortage of funds (e.5) Government policies (e.6) Available at Short distance (e.7) Not proper road to reach the CSC (e.8) Cost involved to visit a CSC (e.9) Non-existence of kiosks in Villages. Helpful in Controlling Corruption (f) CSC is helpful in controlling corruption? (If Yes, Please choose from the reasons given below) (f.1) Single window system to apply (f.2) Applying directly to CSC (f.3) Work completed within a time period (f.4) Government officials are responsible for their assigned work (f.5) No person will have to come face to face with government officials which helps in reducing corruption.